Social work student reflections on training in integrated care: opportunities for social work educators

2021 ◽  
pp. 1-17
Author(s):  
Julie Berrett-Abebe ◽  
Nora Padykula ◽  
Maureen Clark ◽  
Ryan Zenevitch ◽  
David Bjorklund ◽  
...  
2018 ◽  
Vol 54 (6) ◽  
pp. S281-S289 ◽  
Author(s):  
Erin P. Fraher ◽  
Erica Lynn Richman ◽  
Lisa de Saxe Zerden ◽  
Brianna Lombardi

2021 ◽  
Vol 33 (2) ◽  
Author(s):  
Yesse Cox ◽  
David McKenzie ◽  
Bronwyn Powell-Grub ◽  
Liz McCafferty

Field education during the 2020 Aotearoa New Zealand Covid-19 lockdown was a new experience for social work educators and students alike. This case study captures the experience of one social work student during this time while on placement at the Salvation Army. Included in the account are the perspectives of the Community Ministries Manager, the placement supervisor and the placement field coordinator. Due to the Covid-19 restrictions, the student undertook the placement while at home. A pandemic can offer students opportunities to learn about managing difficult situations. Reflection on the experience provided insight into what helped and what could have been done differently. Regular debriefing, supervision and a post- crisis debrief were all important elements that aided the learning and supported the wellbeing of the student.


Somatechnics ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 73-94
Author(s):  
Kristin Smith ◽  
Donna Jeffery ◽  
Kim Collins

Neoliberal universities embrace the logic of acceleration where the quickening of daily life for both educators and students is driven by desires for efficient forms of productivity and measurable outcomes of work. From this perspective, time is governed by expanding capacities of the digital world that speed up the pace of work while blurring the boundaries between workplace, home, and leisure. In this article, we draw from findings from qualitative interviews conducted with Canadian social work educators who teach using online-based critical pedagogy as well as recent graduates who completed their social work education in online learning programs to explore the effects of acceleration within these digitalised spaces of higher education. We view these findings alongside French philosopher Henri Bergson's concepts of duration and intuition, forms of temporality that manage to resist fixed, mechanised standards of time. We argue that the digitalisation of time produced through online education technologies can be seen as a thinning of possibilities for deeper and more critically self-reflexive knowledge production and a reduction in opportunities to build on social justice-based practices.


Author(s):  
Kwaku Osei-Hwedie ◽  
Doris Akyere Boateng

As the discussions and debates rage on about the content and direction of social work in Africa, the challenges associated with weaning the profession off its Western and North American roots become apparent. The desire to indigenise or make the profession culturally relevant is well articulated in the literature. Some efforts have been undertaken toward achieving this desire. However, it is evident that despite the numerous discussions and publications, it appears that efforts at indigenising, localising, or making social work culturally relevant have not made much progress. While what must be achieved is somewhat clear; how to achieve it and by what process remain a conundrum. The article, therefore, revisits the issue of making social work culturally relevant in Africa and its associated challenges. Despite the indictment of current social work education and practice in Africa, it appears that many academics and professionals have accepted that what is Western is global, fashionable, and functional, if not perfect. Given this, perhaps, “we should not worry our heads” about changing it. Instead, social work educators and practitioners in Africa should go back to the drawing board to determine how current social work education and practice can be blended with a traditional African knowledge base, approaches and models to reflect and align with the critical principles and ideals within the African context. This is with the hope of making the profession more relevant to the needs of the people of Africa.


2020 ◽  
Vol 47 (2) ◽  
pp. 5-27
Author(s):  
Monica Y. E. Chi

Non-faith-based social work educators and researchers have a poor understanding of what might motivate Christians in social work and whether Christian motivations have any place in social work. On the other hand, Christians have difficulty articulating actions inspired by their faith in ways that others can comprehend despite feeling misunderstood. The focus of this article is to present the framework of faith-inspired praxis of love and lay the groundwork for intergroup dialogue. The framework draws from the works of Jane Addams, Dorothy Day, Martin Luther King, Jr., Jean Vanier, and Mary Jo Leddy, five notable leaders in Christian spirituality and public initiatives, to discuss their conceptualization of faith, love, and praxis. Practice and research implications of this framework for social work are discussed.


2010 ◽  
Vol 29 (1) ◽  
pp. 27-47 ◽  
Author(s):  
Anthony Patrick Natale ◽  
Bipasha Biswas ◽  
Lianne Urada ◽  
Anna M. Scheyett

2002 ◽  
Vol 83 (5) ◽  
pp. 483-492 ◽  
Author(s):  
Sophie Freud ◽  
Stefan Krug

The authors, both social work educators, serve on an ethics call line committee that provides insights on how the provisions of the (United States) National Association of Social Workers Code of Ethics (NASW, 1996) interface with the ethical dilemmas encountered by the social work community. In this paper, the authors highlight aspects of social work practice that they consider ethical, yet not easily accommodated by the provisions of the current Code. They also question the 1996 introduction of the concept of dual relationships into the Code and suggest that the Code adopt the less ambiguous term of boundary violations. Also recognized by the authors is the need for clear boundaries for the protection of clients against temptations that might arise in a fiduciary relationship, and for the legal protection of social workers. But, the authors argue, social work practitioners in certain settings, with particular populations, and in certain roles, inevitably face multiple relationships as an integral aspect of their work. The authors conclude that social work's adoption of the psychoanalytic constrains of anonymity, neutrality, and abstinence has detoured the profession from its original double focus on individuals and their society.


Sign in / Sign up

Export Citation Format

Share Document